State of the Studio Revisiting the Potential of Studio Pedagogy in U.S.-Based Planning Programs

This critical analysis of studio courses in contemporary U.S.-based planning programs seeks to reinvigorate discussions about the potential of studio pedagogy in educating planners. I begin by reviewing the definitions, histories, and theories that inform our understanding of planning studios, mappi...

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Bibliographic Details
Published inJournal of planning education and research Vol. 32; no. 4; pp. 431 - 448
Main Author Long, Judith Grant
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.12.2012
Sage Publications Ltd
Subjects
Boundaries
Curricula
Education
Evolution
History
Learning
Mapping
Pedagogy
Planners
Planning
Production
Reviewing
Studios
Teaching
Theory
studio
pedagogy
planning curricula
planning history
education theory
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Summary:This critical analysis of studio courses in contemporary U.S.-based planning programs seeks to reinvigorate discussions about the potential of studio pedagogy in educating planners. I begin by reviewing the definitions, histories, and theories that inform our understanding of planning studios, mapping their evolution starting in 1909 and presenting a set of bookend data for 2009-2011. I then situate this analysis in contemporary education theory to argue that the boundaries of studio pedagogy can be expanded beyond teaching practice, and positioned as a space for new kinds of learning, new models of knowledge production, and new modes of practice.
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ISSN:0739-456X
1552-6577
DOI:10.1177/0739456X12457685